Examining Implementation of Intensive Intervention in Mathematics

Autor/inn/en	Schumacher, Robin F.; Zumeta Edmonds, Rebecca; Arden, Sarah V.
Titel	Examining Implementation of Intensive Intervention in Mathematics
Quelle	In: Learning Disabilities Research & Practice, 32 (2017) 3, S.189-199 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schumacher, Robin F.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0938-8982
DOI	10.1111/ldrp.12141
Schlagwörter	Mathematics Instruction; Response to Intervention; Evidence Based Practice; Learning Disabilities; Program Implementation; Formative Evaluation; Mathematics Skills; Educational Legislation; Equal Education; Federal Legislation + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Learning handicap; Lernbehinderung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Bildungsrecht; Schulgesetz; Bundesrecht
Abstract	Promising findings from controlled research studies often fail to be transferred to and implemented in schools successfully. This problem is particularly apparent when considering implementation of evidence-based practices related to complex systems such as response to intervention (RTI) and other multitiered intervention frameworks in mathematics. This article addresses the challenges schools face when implementing intensive intervention in mathematics with a data-based individualization (DBI) framework. Preliminary findings from the first year of a formative evaluation study that addressed school-based implementation of DBI include (a) factors that impacted readiness for DBI, (b) the application of DBI at school sites, and (c) the importance of ongoing coaching and consultation. We then discuss practical implications for schools and districts when planning for intensive intervention in mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01